Assessing the relationship among service quality, student satisfaction and loyalty: the NIGERIAN higher education experience.
Ontology highlight
ABSTRACT:
SUBMITTER: Borishade TT
PROVIDER: S-EPMC8322287 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:BackgroundTo date, studies that have investigated the bonds between students and their institution have emphasized the importance of student-staff relationships. Measuring the quality of those relationships (i.e., relationship quality) appears to help with investigating the relational ties students have with their higher education institutions. Growing interest has arisen in further investigating relationship quality in higher education, as it might predict students' involvement with the institution (e.g., student engagement and student loyalty). So far, most studies have used a cross-sectional design, so that causality could not be determined.AimsThe aim of this longitudinal study was twofold. First, we investigated the temporal ordering of the relation between the relationship quality dimensions of trust (in benevolence and honesty) and affect (satisfaction, affective commitment, and affective conflict). Second, we examined the ordering of the paths between relationship quality, student engagement, and student loyalty. Our objectives were to gain a deeper understanding of the relationship quality construct in higher education and its later outcomes.SampleParticipants (N = 1649) were students from three Dutch higher education institutions who were studying in a technology economics or social sciences program.MethodsLongitudinal data from two time points were used to evaluate two types of cross-lagged panel models. In the first analysis, we could not assume measurement invariance for affective conflict over time. Therefore, we tested an alternative model without affective conflict, using the latent variables of trust and affect, the student engagement dimensions and student loyalty. In the second type of model, we investigated the manifest variables of relationship quality, student engagement, and student loyalty. The hypotheses were tested by evaluating simultaneous comparisons between estimates.ResultsResults indicated that the relation between relationship quality at Time 1 with student engagement and loyalty at Time 2 was stronger than the reverse ordering in the first model. In the second model, results indicated that cross-lagged relations between trust in benevolence and trust in honesty at Time 1 and affective commitment, affective conflict, and satisfaction at Time 2 were more likely than the reverse ordering. Furthermore, cross-lagged relations from relationship quality at Time 1 to student engagement and student loyalty at Time 2 also supported our hypothesis.ConclusionsThis study contributes to the existing higher education literature, indicating that students' trust in the quality of their relationship with faculty/staff is essential for developing students' affective commitment and satisfaction and for avoiding conflict over time. Second, relationship quality factors positively influence students' engagement in their studies and their loyalty towards the institution. A relational approach to establishing (long-lasting) bonds with students appears to be fruitful as an approach for educational psychologists and for practitioners' guidance and strategies. Recommendations are made for future research to further examine relationship quality in higher education in Europe and beyond.
| S-EPMC9292412 | biostudies-literature
Project description:BackgroundReputation is a vital asset for Higher Education Institutions (HEIs) as it constitutes a source of competitive advantage because it works as a quality sign for the stakeholders. Because of globalisation, decreasing funding and the changing environment in the Mozambican higher education market, HEIs need to build a favourable reputation to stay relevant. This research aims to study how a university's reputation can influence student loyalty.MethodsUtilizing a descriptive and analytical methodology, a quantitative investigation was carried out by surveying 402 students enrolled in higher education institution (HEI) courses in Mozambique. The research employed a survey questionnaire to directly collect information from the study participants.ResultsThe study concluded that university reputation affects student loyalty, as the relationship between both variables is statistically significant. All dimensions of HEIs reputation, namely, academic competence, social attractiveness, and responsible management, positively impact student loyalty. Although, the latter variable did not have a statistically significant impact, contradicting the current theoretical framework.ConclusionsThe study's findings suggest that corporate reputation has a favorable impact on student loyalty, demonstrating a significant relationship between the two factors. Therefore,improve student retention, HEIs should seek to enhance their academic competence and social attractiveness.Furure researchThe study suggests future research should address sample composition issues by increasing representation from underrepresented groups. It recommends a more in-depth exploration of the responsible management construct, advocating for the inclusion of context-specific indicators. Furthermore, the study proposes investigating additional factors to enhance the understanding of the relationship between university reputation and student loyalty.
| S-EPMC10716606 | biostudies-literature
Project description:Monitoring and managing customers' satisfaction are key features to benefit from today's competitive environment. In higher education context, only a few studies are available on satisfaction and loyalty of the main customers who are the students, which signifies the need to investigate the field more thoroughly. The aim of this research is to measure the strength of determinants of students' satisfaction and the importance of antecedents in students' satisfaction and loyalty in Denmark. Our research model is the modification of European Performance Satisfaction Index (EPSI), which takes the university's image direct effects on students' expectations into account from students' perspective. The structural equation model of student satisfaction and loyalty has been evaluated using partial least square path modelling. Our findings confirm that the EPSI framework is applicable on student satisfaction and loyalty among Danish universities. We show that all the relationships among variables of the research model are significant except the relationship between quality of software and students' loyalty. Results further verify the significance of antecedents in students' satisfaction and loyalty at Danish universities; the university image and student satisfaction are the antecedents of student loyalty with a significant direct effect, while perceived value, quality of hardware, quality of software, expectations, and university image are antecedents of student satisfaction. Eventually, our findings may be of an inspiration to maintain and improve students' experiences during their study at the university. Dedicating resources to identified important factors from students' perception enable universities to attract more students, make them highly satisfied and loyal.
| S-EPMC5730189 | biostudies-literature
Project description:The aim of this research is to validate the explanatory model of how the quality of service perceived by students of a higher education center influences their loyalty (retaining and attracting new students) through mediating variables: perceived value, expectations, and satisfaction. The methodology used to validate the measurement scales is exploratory, and confirmatory factor analysis and the structural equation modeling (SEM) technique are applied to analyze the causal relationships proposed in the model. The results show that the key variables to improve student's loyalty to the center are the quality of the service provided and the satisfaction perceived by the students. Both variables are postulated as a major source of competitive advantages. It is also observed that service quality is one of the three key variables to achieve student's satisfaction together with expectations and perceived value. This research and its results allow us to understand the relationship between quality and satisfaction with loyalty and to identify the background variables of satisfaction (perceived service quality, perceived value, and expectations), as well as to obtain evidence of the importance that expectations have within the model for the formation of both perceived quality and satisfaction.
| S-EPMC8216109 | biostudies-literature
Project description:The spread of COVID-19 and large-scale travel restrictions has caused serious damage to the global tourism industry. Tourists pay additional attention to public health services and their health during travel, but studies on tourism public health service quality (TPHSQ) are limited. Therefore, this study aims to define TPHSQ and revise and validate its scale. The result of exploratory factor analysis (EFA) indicates that TPHSQ includes two dimensions "overall environmental image" and "public health facilities and management." And based on 456 valid samples, the relationship among TPHSQ, tourists' trust, satisfaction, and loyalty was validated using the multiple linear regression models. Results revealed the importance of the TPHSQ in improving tourists' satisfaction and recovering their trust and loyalty. These results provided several implications for research, practice, and society that can benefit diverse stakeholders, which could accelerate the recovery of the tourism industry.
| S-EPMC8435890 | biostudies-literature
Project description:BackgroundWomen performing strenuous domestic tasks (especially those in developing countries) are at risk of experiencing musculoskeletal pain (MSP). Physical, psychosocial, and social conditions of work in rural environments contribute to women's domestic work experiences (DWEs) and the risk of MSP. The impact of DWEs on women's health is especially severe in water-insecure countries like Nigeria. This study examines the relationship between a recently developed measure of DWEs and self-reported pain in the lower back (LBP), neck/shoulder (NSP), and elbow/hand/wrist regions (EHWP) among rural Nigerian women.MethodsInterviewer-administered survey data were collected from 356 women in four rural communities of Ibadan, Nigeria. Binary and ordinal logistic regression models were used to examine the relationship between DWE factor scores, sociodemographic characteristics, and musculoskeletal pain symptoms and severity after controlling for sociodemographic covariates. Effect estimates of association were presented using the odds ratio (OR), and the corresponding 95% confidence interval (CI) at p-value of 0.05.FindingsAmong 356 participants, the 2-month prevalence of LBP was 58%, NSP was 30%, and EWHP 30%. High DWE scores were significantly associated with higher odds of experiencing and having more severe LBP, NSP, and EHWP. Specifically, the odds of LBP [(OR = 2.88; 95% CI = 1.64-5.11), NSP (OR = 4.58; 95% CI = 2.29-9.40) and EHWP (OR = 1.88; 95% CI = 1.26-3.77)] were significantly higher among women who perceived their domestic work responsibilities as very stressful (i.e., 'high stress appraisal') compared to those with lower stress appraisal scores. Those who were time-pressured and had less autonomy over familial duties (i.e., 'high demand/low control') had significantly higher odds of LBP [(OR = 2.58; 95% CI = 1.64-4.09) and NSP (OR = 1.49; 95% CI = 1.24-2.58)]. Frequently fetching and carrying water over long distances and time (i.e., 'high water sourcing and carriage') was also associated with higher odds of LBP [(OR = 1.31; 95% CI = 1.09-1.79) and NSP (OR = 1.20; 95% CI = 1.08-1.76).ConclusionStrenuous and stressful DWEs were associated with MSP among rural Nigerian women. This study provides new evidence on how the physical, social, and psychosocial factors of domestic work can increase women's risk of MSP.
| S-EPMC9747006 | biostudies-literature
Project description:This article describes data collected between July 2018 and December 2018 in Yogyakarta, Indonesia. The data were collected from 566 Indonesian higher education students who completed a survey. The data were analysed using structural equational modelling (SEM) to develop a model of student ethics.
| S-EPMC6926114 | biostudies-literature
Project description:Faced with the increasing demand for blood and greater restrictions on ensuring the safety of transfusions, voluntary donation is currently the only and best alternative for the health system to have a sustainable and safe blood supply. In this context, one of the primary strategies of blood transfusion centres is to increase the satisfaction of their active donors so that they maintain their intention to donate in the future and, in turn, make the necessary recommendations so that third parties can become new donors. That is why this paper raises a question for research concerning, what should the premises be to guide the management of blood transfusion centres to maintain and even increase the satisfaction and loyalty of their active donors? In order to respond to this issue, a change in paradigm is proposed based on a management model supported by donor orientation and service quality as basic pillars, as well as on the development of a number of key social capital resources that explain this orientation toward the donor. In both approaches, the donor becomes the cornerstone of decision-making, moving away from the traditional model which is focused more on achieving targets related to the collection of blood bags. Through the empirical analysis of a sample of 126 employees from various transfusion centres and 26,833 active donors in nine Spanish autonomous communities, we have been able to validate this proposed management model as a useful tool to blood promotion agents in their decision-making processes.
| S-EPMC8297764 | biostudies-literature
Project description:The clinical component of undergraduate clinical education is a critical area in nursing programs. Faculty shortages have made recruitment of clinical faculty and clinical teaching more challenging. As such, alternate models of clinical faculty assignments are being explored to address faculty shortages. This article contains an extensive literature review conducted to survey models of clinical education and student satisfaction with the clinical environment. The purpose of this paper is to examine student satisfaction in the clinical learning environment using articles employing the Clinical Learning Environment Inventory (CLEI) along with examining the use of alternate clinical staffing models in differing levels of undergraduate nursing students. A literature search focusing on studies published between 2002 and 2015 was conducted from 5 electronic databases. Thirty-five articles were reviewed and 22 were selected for this literature review. The studies reviewed concluded that students favored a more positive and favorable clinical environment than they perceived as being actually present. A supportive clinical learning environment is of paramount importance in securing positive teaching learning outcomes. Nurse educators can apply the results of this review in order to develop and maintain quality clinical teaching and to promote a positive, student-centric, clinical learning environment.
| S-EPMC6626144 | biostudies-literature
Project description:While overt instances of harassment and violence towards LGBQ+ individuals have decreased in recent years, subtler forms of heterosexism still shape the social and academic experience of students in higher education contexts. Such forms, defined as microaggressions, frequently include environmental slights that communicate hostile and derogatory messages about one's sexual-minority status. However, there is some evidence suggesting that environmental microaggressions have deleterious effects on all students, regardless of their sexual orientation. The aim of the current study was to examine how heterosexist environmental microaggressions on campus contributed to heterosexual and non-heterosexual students' negative perceptions of campus climate. We also analyzed whether the effect of microaggressions on campus climate was mediated by student social integration on campus. Data were collected in 2018 through an anonymous web-based survey that involved students from a large university of Southern Italy. The sample consisted of 471 students from 18 to 33 years old. Thirty-eight (8.1%) students self-identified as non-heterosexual. Measures included self-reported experiences of environmental microaggressions on campus, student degree of satisfaction with peer-group and student-faculty interactions, perceptions of faculty concern for student development, and of the overall campus climate. The structural equation model showed that heterosexist environmental microaggressions on campus were associated with negative perceptions of campus climate through lowered satisfaction with peer-group interactions and perceptions of faculty concern for student development, for both heterosexual and non-heterosexual students. Overall, the findings of this study suggest that heterosexist microaggressions within campus environments are negatively associated with students' perceptions of campus climate, regardless of their sexual orientation. Both faculty and peers play an important role in creating an environment that supports the inclusivity of diversity and fosters a greater sense of belonging to the campus community.
| S-EPMC7162275 | biostudies-literature